Cessar, J 07S TI
OSH-246-C11
final presentation
Analysis:
More emphasis on learning objectives and, specifically, development of properly stated, measurable objectives, needs to be included in the course, in lecture format, in the unit where this is covered. In addition, the final project instructions for development of the meeting plan (where objectives are outlined) also need to review this information, to be sure students are focusing on it while completing their meeting plan.
Results:
Students completed a meeting plan and a training outline, then presented their training to a group of at least six people while video recording the presentation, after which both the participants and the students evaluate the presentation. Students demonstrated their understanding of the majority of the information presented to them in the class; however, most of them did not seem to remember the section on developing learning objectives, so lost points for incorrectly stated objectives.
Changes:
The added information listed in "Analysis" above will be added to the online course material.
Continuance:
Overall, the final presentation project for this course is an excellent assessment tool. It gives students an opportunity for hands-on application of what they`ve learned throughout the course. It also not only allows the instructor to critique students` presentation techniques, but also allows the student to evaluate their own presentation after-the-fact and determine what areas they need to continue to work on.
Results of Prior Assessment:
N/A
Date-Time:
5/15/2007 9:57:40 AM
Cessar, J 07S TI
OSH-226-C11
job analysis assnmt
Analysis:
This is another useful assessment tool, although it is in the form of an assignment rather than a quiz or project, because it helps to determine students` understanding of the tools that can be used in ergonomic analysis, along with their understanding of the limitations of these tools. These are important points for students to comprehend, and through the use of this exercise, they do. They also get knowledge of unique ergonomic solutions that other students or their co-workers may have designed and implemented.
Results:
Using checklists and questionnaires, students assess either a work station or a specific task for possible ergonomic issues, then recommend solutions. Students, even those with prior experience in the area of ergonomics, were often surprised at the helpfulness of questionnaires and checklists; yet, they also determined that checklists alone do not always provide a complete picture of the situation and the problems or potential problems.
Changes:
None at this time.
Continuance:
Again, through discussing their individual results, students gain knowledge of issues to which they have not had direct exposure, widening their own knowledge base.
Results of Prior Assessment:
N/A
Date-Time:
5/15/2007 9:40:32 AM
Cessar, J 07S TI
OSH-165-C11
Soil Analysis
Analysis:
Students noted that they felt this exercise was very helpful, even when they weren`t entirely sure of their analysis. Clarifying questions and feedback from other students and myself helped them to gain confidence and further understanding with regard to soil analysis and classification.
Results:
Students analyzed a soil sample to determine the type of soil in order to then decide upon the appropriate protective measures for a trench or excavation in that type of soil. Some students had prior experience with this, while others did not. Their determinations were posted in a discussion board.
Changes:
None; this assessment will remain in the course, based on student feedback.
Continuance:
Again, this demonstrates the usefulness of the discussion tool in the online courses. Instructors who are not utilizing the discussion tool to its full capability will be strongly encouraged to do so.
Results of Prior Assessment:
N/A
Date-Time:
5/15/2007 9:32:48 AM
Cessar, J 07S TI
OSH-155-C11
web search
Analysis:
Students gain the following from this type of exercise: 1) They gain access to information and viewpoints beyond that presented in the textbook or from the instructor`s point of view, 2) They develop research skills, 3) They learn to evaluate information on the internet for validity and completeness (for example, are both sides of an issue presented?), 4) They gain resources for future reference, without having to do all the work themselves.
Results:
Through several of the discussions within this course, students are assigned to either find a web site based on a particular topic, or to review portions of a web site (i.e., EPA), then report back in the discussion what they discovered. In the ensuing "conversation," it is apparent that this is a useful tool for several reasons (detailed in "Analysis" below).
Changes:
I would like to add more web search assignments in other OSH courses, in order for students to gain the same benefits in other topics.
Continuance:
Same as mentioned in the OSH 145 report, those being discussions and mini-capstone projects for the majority of the courses.
Results of Prior Assessment:
N/A
Date-Time:
5/15/2007 9:12:51 AM
Cessar, J 07S TI
OSH-145-C11
final project
Analysis:
No change in course structure, presentation, quizzes or written assignments is necessary at this time.
Results:
Overall, students did a good job on their final projects for the Fire Protection & Analysis course. Based on a couple of students` submissions, it seems that although they understand the content presented in the course and know how to apply it, the instructions for some portions of the project need clarification and additional detail.
Changes:
Instructions for final project components will be reviewed and more detail/clarification added to lessen students` confusion.
Continuance:
A huge contribution to the successful learning of OSH students is the discussion component in all the online classes, which allows the students (the majority of whom are currently working in safety) to share their individual experiences in the variety of industries in which they work. Thus,the knowledge gained from these discussions goes way beyond "book learning." Another practice that greatly increases students` skills in the workplace is the use of project-based assessment, through which students` compile what they have learned in the class into, typically, a plan or program which can then be used in their future work simply by implementing minor changes to make it site-specific.
Results of Prior Assessment:
N/A
Date-Time:
5/15/2007 9:04:05 AM
Trusty 06F TI
OSH-245-c11
survey
Analysis:
Not a thing
Results:
students responded with positive notations.
Changes:
At this time, nothing
Continuance:
Since the course is online through CCCOnline, there are some limitations and time issues particularly with design issues that include adding assessment tools. Funding is short, so chances are nothing will be accomplished in the near future.
Results of Prior Assessment:
Since it appears that assessments have not been accomplished, nothing to report.
Date-Time:
1/24/2006 7:21:26 PM
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